We discuss the development of interactive video tutorial-based problems to help introductory physics students learn effective problem solving heuristics. The video tutorials present problem solving strategies using concrete examples in an interactive environment. They force students to follow a systematic approach to problem solving and students are required to solve sub-problems (research-guided multiple choice questions) to show their level of understanding at every stage of problem solving. The tutorials are designed to provide scaffolding support at every stage of problem solving as needed and help students view the problem solving process as an opportunity for knowledge and skill acquisition rather than a "plug and chug" chore. A focus on helping students learn first to analyze a problem qualitatively, and then to plan a solution in terms of the relevant physics principles, can be useful for developing their reasoning skills. The reflection stage of problem solving can help students develop meta-cognitive skills because they must focus on what they have learned by solving the problem and how it helps them extend and organize their knowledge. Preliminary evaluations show that a majority of students who are unable to solve the tutorial problems without help can solve similar problems after working through the video tutorial. Further evaluation to assess the development of useful skills is underway.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Active Learning,Undergraduate (Lower Division),problem solving,Problem Solving,Physics Education Research,General Physics,reasoning,Graduate/Professional,meta-cognitive skills,Higher Education,PERC 2003,Instructional Material Design,Computers,audio-visual systems,Pedagogy,Physics,Computing and Information,Heuristics,video tutorials,educational courses,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,oai:nsdl.org:2200/20061003065514628T,Education,Technology



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